IdEas@Work in Nanyang

Contributed by  Wee Ling and Mark Shone, Mei Hong and Han Pin What was the current need/gap that you were addressing? Students had multiple misconceptions about hydrostatic pressure that we tried to address in a learning study project we did several years ago led by Boon Hian. Using the existing apparatus and worksheets, we proceeded to video the short demonstrations to address the misconceptions. We wanted to achieve the following: 1) free up the labs for other uses (lab closure for examination preparation and hbl made it very challenging to schedule lab sessions) 2) clearer explanations with each demonstration (as teacher can always pause the video to elaborate and students can also re-play the video as many times as needed) 3) save water as the large vessel requires a lot of water to fill and imagine if the 12 classes of 36 students were to do each as a hands-on experiment 4) save teachers the hassle of troubleshooting the datalogging app for the pressure sensor for each group of st

Contributed by  ZHANG RONGHUA, NI QING What was the current need/gap that you were addressing? Guzheng CCA is one of the many CCAs in the school. As a CCA team with over 50 members, there is a need for a comprehensive, systematic, efficient, and targeted management mechanism. Looking at the previous management approach of Guzheng, it primarily involved passive compliance with the school's management requirements, lacking proactive and targeted self-management. The main issues included: 1. Guzheng scheduling (training activities, etc.) being adversely affected by excessive uncontrollable factors, resulting in a lack of stability. 2. Insufficient granularity in the design and determination of Guzheng training activities, not specifying them on a weekly or even session basis. 3. Inefficient student attendance management (e.g., roll call). 4. Insufficient logistical support for Guzheng training (management of instruments, scores, etc.). 5. Students lacking opportunities and platforms t

Contributed by  Ang Wee Ling, Mark Shone, Goh Han Pin, Chua Mei Hong What was the current need/gap that you were addressing? Students could not triangulate the inter-related concepts of displacement, velocity and acceleration by connecting varied scientific representations during scientific modelling. Students could not communicate and synthesise in speaking and writing their analysis and evaluation of these concepts and representations, How had it been experimented and enacted? 1. Team crystallised 6 key motion scenarios for students to master. 2. Team created a CBCI-enabled lesson plan where students will work collaboratively in groups to match various representations (e.g. words, table, graph, strobe photos) and write their justifications into Google Slides, before presenting and discussing with the entire class. 3. Team enacted the lesson for all classes in the Sec 3 cohort. 4. One Open Classroom was hosted to invite other teachers to experience these learning moments together. Whi

Contributed by Ang Joo Liak, Liew Shuhui What was the current need/gap that you were addressing? Lower Sec students lack understanding and/or exposure to how smart devices/systems in their environment work. This include sensors that ensure liftdoors do not close on passenger, shopping mall doors open for shoppers, taps turn on without knobs etc. How had it been experimented and enacted? Yes. the content and hands-on activities with project work are currently offered to Sec 3 students in the Arduino SIA and Sec 4 Advanced physics students. The basic workshop provides students with opportunities to learn basic coding with microcontrollers, build simple "smart devices" and understand how they work, as a prelude to learning about IoT (Internet of Things). Which group(s) had benefited? Students (Selected Groups) What was the positive impact? The Sec 2 student participants found the workshop useful and enjoyable. Attached are the feedback Google form (uploaded with item 2) and the